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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Wiralodra English Journal (WEJ) Foreign Language Instruction Probe
Eka Pujiastuti
Politeknik Mitra Karya Mandiri
Education Languange, Linguistic, Communication & Media Social Sciences Other

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STRUCTURING TWEE AI FOR EFL LESSON PLANNING: A GUIDE FOR RECEPTIVE AND PRODUCTIVE SKILLS Aldha Williyan; Eka Pujiastuti; Naelul Rohmah; Saifudin Saifudin
Wiralodra English Journal Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i2.425

Abstract

This study responds to the growing need for structured pedagogical support in integrating artificial intelligence into English as a Foreign Language (EFL) instruction. As AI tools become more prominent in educational settings, their potential to enhance language learning hinges on how effectively they are integrated into existing teaching practices. Twee AI, a tool designed to generate EFL-relevant learning content, offers numerous features for receptive and productive skills instruction. However, without pedagogical scaffolding, its use in classrooms can be inconsistent and fragmented. Using a design and development research (DDR) approach, this study proposes two instructional frameworks that align Twee AI’s features with established models for teaching receptive and productive skills. For receptive skills, the framework maps Twee tools onto the stages of schema activation, comprehension scaffolding, and post-task reflection. For productive skills, it guides the integration of Twee features into preparation, practice, and reflection stages. These frameworks are theoretically grounded and have not yet been empirically tested. By translating AI tool functionalities into coherent instructional sequences, the study offers practical guidance to EFL teachers and supports principled AI integration that sustains teacher agency and instructional coherence in increasingly AI-mediated classrooms.
Enhancing Students’ Speaking Skills through Classroom Action Research in EFL Classrooms Eka Pujiastuti; Hera Hartati; Saifudin; Zuhrotun Nisa
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.824

Abstract

This study addresses the persistent issue of limited speaking performance among EFL students, particularly in terms of fluency, accuracy, pronunciation, and confidence, which hinders effective classroom communication. Previous studies have highlighted similar challenges; however, empirical evidence on the systematic use of iterative teaching practices to improve multiple dimensions of speaking skills remains limited. Therefore, this study aims to investigate how Classroom Action Research (CAR) can enhance students’ speaking skills in an authentic EFL context. This research employed a qualitative CAR design conducted at Politeknik Mitra Karya Mandiri Ketanggungan Brebes, involving 25 students. The study was implemented in three cycles, consisting of planning, acting, observing, and reflecting stages. Data were collected through classroom observation, interviews, and documentation, and analyzed using qualitative techniques, including data reduction, data display, and conclusion drawing. The findings reveal a consistent improvement in students’ speaking skills across all indicators, supported by both qualitative observations and quantitative score increases. The study highlights the effectiveness of reflective and cyclical teaching practices in improving speaking performance. It is recommended that future research adopt mixed-method approaches and explore the integration of innovative instructional strategies to further enhance EFL speaking instruction.
Co-Authors Aldha Williyan Hera Hartati Naelul Rohmah Saifudin Saifudin Saifudin Zuhrotun Nisa